Teachers’ ability to construct arguments, but not their perceived self-efficacy of teaching, predicts their ability to evaluate arguments
Author:
Affiliation:
1. Open University of Cyprus, Latsia, Cyprus
2. University of Central Lancashire, Larnaca, Cyprus
Publisher
Informa UK Limited
Subject
Education
Link
https://www.tandfonline.com/doi/pdf/10.1080/09500693.2020.1722864
Reference40 articles.
1. The Quality of Pre-service Science Teachers’ Argumentation: Influence of Content Knowledge
2. How Can Educators Confront Science Denial?
3. Grasp of evidence: Problematizing and expanding the next generation science standards’ conceptualization of evidence
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